Task-Based Learning for Communication and Grammar Use

Abstract

Research has shown how tasks can improve L2 oral skills in different ways (Ellis, 2005). The effectiveness of task-based learning has drawn interest within Asian educational contexts which have been accustomed to more traditional methods of language instruction. Authorities in these contexts have recently started to express a desire for more communicative oral syllabuses. However, large class sizes, inadequate financial support, and teacher time constraints at many institutions have often made the implementation of task-based learning problematic. This paper attempts to address these issues by reporting action research on an interactive task designed by teachers on a limited budget for use in an intermediate-level university classroom in Japan. It describes how the task was used to facilitate interaction and use of a specific grammar form, English articles.